The Canterbury earthquakes have generated economic demand and supply volatility, highlighting geographical and structural interdependencies. Post-earthquake reconstruction and new developments have seen skills training, relocation, recruitment and importation of skills becoming crucial for construction companies to meet demand and compete effectively. This report presents 15 case studies from a range of organisations involved in the Canterbury rebuild, exploring the business dynamics and outcomes of their resourcing initiatives. A key finding of this research is that, for many construction organisations, resourcing initiatives have become part of their organisational longer-term development strategies, rather than simply a response to ‘supply and demand’ pressures. Organisations are not relying on any single resourcing solution to drive their growth but use a combination of initiatives to create lasting business benefits, such as cost savings, improved brand and reputation, a stable and productive workforce, enhanced efficiency and staff morale, as well as improved skill levels.
The Canterbury earthquake series of 2010/2011 has turned the city of Christchurch into a full scale natural laboratory testing the structural and non-structural response of buildings under moderate to very severe earthquake shaking. The lessons learned from this, which have come at great cost socially and economically, are extremely valuable in increasing our understanding of whole building performance in severe earthquakes. Given current initiatives underway on both sides of the Tasman towards developing joint Australasian steel and composite steel/concrete design and construction standards that would span a very wide range of geological conditions and seismic zones, these lessons are relevant to both countries. This paper focusses on the performance of steel framed buildings in Christchurch city, with greatest emphasis on multi-storey buildings, but also covering single storey steel framed buildings and light steel framed housing. It addresses such issues as the magnitude and structural impact of the earthquake series, importance of good detailing, lack of observed column base hinging, the excellent performance of composite floors and it will briefly cover research underway to quantify some of these effects for use in design.
Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.
